Centering Practices and Libros Acompañantes: Pedagogies for Developing Ideological Clarity

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Fostering Classroom Inclusivity With Trending Pedagogical Practices (Table 10)

Abstract

This qualitative case study is situated within the theoretical lenses of language ideologies (Woolard, 1998) and ideological clarity (Alfaro & Bartolomé, 2017). Previous work conceptualizes ideological clarity as a process through which individuals critically question ideological orientations at work in their own histories and in systems around them in order to become agents of change. This study sought to understand the process of developing ideological clarity among bilingual preservice teachers (PSTs) at a borderland teacher education program. Two pedagogies emerged as particularly useful in this process: the centering practices of historicizing, interrogating power, and praxis, and the use of libros acompañantes. These pedagogies provide useful platforms for teacher educators as we move to create just education renewal through our research efforts.

Authors

• Laura Salazar, University of Texas - El Paso

• Dan Heiman, University of Texas - El Paso